Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China
The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2...
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| Published in | Language teaching research : LTR Vol. 29; no. 5; pp. 2140 - 2160 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
London, England
SAGE Publications
01.07.2025
Sage Publications Ltd |
| Subjects | |
| Online Access | Get full text |
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| Abstract | The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students’ WTC in an L2. |
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| AbstractList | The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ranging from small to large. In addition, the three L2 emotions were found to mediate the relationship between CE and WTC in parallel, with enjoyment having the largest mediating effect, followed by anxiety and boredom. The findings offer insights into how to improve students’ WTC in an L2. |
| Author | Pawlak, Mirosław Li, Chengchen Dewaele, Jean-Marc Kruk, Mariusz |
| Author_xml | – sequence: 1 givenname: Chengchen orcidid: 0000-0002-7262-3309 surname: Li fullname: Li, Chengchen organization: Huazhong University of Science and Technology, China – sequence: 2 givenname: Jean-Marc orcidid: 0000-0001-8480-0977 surname: Dewaele fullname: Dewaele, Jean-Marc organization: Birkbeck, University of London, UK – sequence: 3 givenname: Mirosław orcidid: 0000-0001-7448-355X surname: Pawlak fullname: Pawlak, Mirosław organization: University of Applied Sciences, Konin, Poland – sequence: 4 givenname: Mariusz orcidid: 0000-0001-5297-1966 surname: Kruk fullname: Kruk, Mariusz email: mkruk@uz.zgora.pl organization: University of Zielona Góra, Poland |
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| SubjectTerms | Anxiety Classroom Environment College students Emotions English (Second Language) English as a second language learning Learning environment Motivation Second Languages Willingness to communicate |
| Title | Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China |
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